Change search
ReferencesLink to record
Permanent link

Direct link
Bedömningsarbete i grundskolans tidigare år­–lärandesyn, bedömningsprinciper och lärarpraxis: En jämförande studie mellan Sverige och Ryssland
Södertörn University, Lärarutbildningen.
2012 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Assessment in elementary school's early years – approach to learning, assessment principles and teaching praxis : A comparative study between Sweden and Russia (English)
Abstract [en]

Issues related to knowledge assessment and its consequences for both the individual and the entire school system are topical in today's school debate. The mere fact that didactic issues that focus on assessment are discussed actively not only in scholastic environments but even in media and other communities is further proof that knowledge assessment is an important and complex phenomenon in our lives.

The subject that I have chosen to look into is about how the work with assessment issues is handled in Swedish as well as Russian elementary school's early years. The goal with this study is to see how my studies have been conducted with a qualitative approach by which I collected qualitative information in the form of documents, papers and interviews. To make the approach even more appropriate for my area of research, I have chosen to merge two qualitative research methods. The first is a qualitative content analysis which analyses the governing documents. The second method is qualitative interviews with two elementary school teachers who are active in a Swedish elementary school and two Russian elementary school teachers.

The conclusions that I have arrived at through my research of the Swedish and Russian governing documents is that both countries' nationally designed governing documents express a sociocultural approach to learning. The comparison Swedish and Russian also show that formative assessment function has been given a prominent role in the school's assessment. Concurrently the analysis of these governing documents show that summative function is not abolished. Russian and Swedish informants who participated in this study confirm that the formative assessment has assumed an important position in teaching. However there is a difference between Swedish and Russian informants concerning summative assessment in elementary school's early years.

Place, publisher, year, edition, pages
2012. , 46 p.
Keyword [en]
Learning, assessment principles, assessment, formative assessment, summative assessment, assessment practice
Keyword [sv]
Lärande, bedömningsprinciper, bedömning, formativ bedömning, summativ bedömning, bedömningspraktik
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-17972OAI: diva2:586956
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2013-01-14 Created: 2013-01-13 Last updated: 2013-01-14Bibliographically approved

Open Access in DiVA

Bedömning(517 kB)226 downloads
File information
File name FULLTEXT01.pdfFile size 517 kBChecksum SHA-512
Type fulltextMimetype application/pdf

By organisation
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 226 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 150 hits
ReferencesLink to record
Permanent link

Direct link